Reading and Reflecting on text..
- 1. Practising evaluating students writing using parameters- text organization and literacy richness P.Archana 19USDV002 II.B.ed.spl.edu.(vi)and maths
- 2. Practising evaluating Students writing Evaluating Students writing most time done subjectively. Therefore it is highly recommended that teachers should set parameter for evaluting writing . That's would be scientific and more effective. Some of those parameter are productivity, correctness, complexity, text organization, literacy richness.
- 3. Text organization Text organization refers to how a text is organized to help readers follow and understand the information presented. There are a number of standard forms that help text organization when writing. This text organization guide will help you logically guide your readers through your text.
- 4. Providing Additional Information A number of forms are used to provide additional information in text organization. These forms are used at the beginning of a sentence to link text to the previous sentence:
- 5. Contrasting Information There are a number of ways to contrast information in text organization. In most cases, two clauses are used: one with the most important information, as well as a clause introduced with a word or phrase showing contrast.
- 6. Practising students writing – text organization Introduce the idea that expository texts have different organizational patterns. Tell students it is powerful to understand how writer’s organize their ideas, by applying their knowledge in text organization. Introduce text patterns and explain that text structure can sometimes be identified by certain signal words.
- 7. • Models ways students can use clues to identify text structures and share an example(especially when signal words cannot be found) • Introduce graphic organizers for the pattern and help students make order out of the texts. • Make use of the overhead projector or the computer to involve the class in completing a graphic organizer illustrating the text structure.
- 8. Further practice Provide opportunities for students to have guided and independent practice. Students can work in pairs or individually to identify examples of the structure in other texts. Let more able students model the writing of a paragraph that follows a specific text structure. This will reinforce student understanding of the text structure.
- 9. Literacy richness The literacy-rich environment emphasizes the importance of speaking, reading, and writing in the learning of all students. This involves the selection of materials that will facilitate language and literacy opportunities; reflection and thought regarding classroom design; and intentional instruction and facilitation by teachers and staff.
- 10. Practising students writing- literacy richness Encourage your child to write using pens, pencils, crayons and markers. She’ll probably be excited to add a scribble or writing on birthday cards or letters in a big swirl of colour. Encourage your child to try some letters or write his name on all the artwork he creates. You can write out letters in one colour and ask your child to trace them in another colour.
- 11. • Help your child use playdough to make the letters of the alphabet or numbers. • Give your child opportunities to use letters of the alphabet in different forms – on blocks, magnetic letters that stick on the fridge, and puzzle pieces. • Cut out or draw pictures of basic household items – chair, table, TV, wall, door and so on – then write the items’ names on separate pieces of paper. Ask your child to match the name of the item to the picture.
- 12. • Encourage your child to tell you about her drawings and help your child write down the words she uses to describe them. • Select a few alphabet letters and move them around to make new sounds – bat, tab, abt – and see which of them are real words. Practise sounding them out letter by letter, then saying the word – for example, ‘b-a-t makes the word bat’. • Start with lower-case letters, so you don’t confuse your child with the two different letter shapes for each sound.
- 13. • Encourage your child to write his name and the names of other family members in greeting cards or on pictures. Once your child can use all the letters well, he’ll be ready for upper case and lower case (capitals and small letters) • Encouragee your child to write shopping lists or restaurant menus for pretend play.
- 14. • Point out different types of print when you’re out and about with your child – for example, on shop signs or movie posters. • Ask your child to make you a book, with a word on one side of the page, and a picture of that word on the other side.
- 15. THANK YOU